Effects of set-inducing instructions on recall from dichotic inputs

David Shinar, Mari R. Jones

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Manipulated the dichotic listening strategies of 32 female undergraduates in both selective- and divided-attention situations by means of instructions. 16 Ss were told to expect to recall 3 digits from shadowed messages of variable lengths and 16 that they would be tested for digit recall primarily on the simultaneously presented nonshadowed digit string messages. The predicted Instructions * Recall Channel interaction was significant for Ss in both selective- and divided-attention conditions. Overall, digit recall accuracy did not differ for the 2 instructional groups, suggesting that Ss allot a limited amount to attentional capacity in a manner determined by instructions and task demands. Results are discussed in terms of active vs. passive theories of attention. (18 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish
Pages (from-to)239-245
Number of pages7
JournalJournal of Experimental Psychology
Issue number2
StatePublished - 1 May 1973
Externally publishedYes


  • dichotic listening strategies, recall from selective- vs. divided-attention situations, female college students

ASJC Scopus subject areas

  • Medicine (all)

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